Inclusion in Regular Glasses: Breaking from Traditional Curricula

Rizzo, Terry L.; Davis, Walter E.; Toussaint, Ron

doi:10.1080/07303084.1994.10606826

Cited by 15 publications

(10 citation statements)

References 3 publications

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“…These teachers appeared to have academic preparation that may have helped them understand more about characteristics and abilities of individuals with specific disabilities. More importantly, teachers in this study may have learned instructional strategies that facilitate inclusion of students with disabilities such as ecological task analytic teaching (Davis & Burton, 1991;Rizzo, Davis & Toussaint, 1994), games design analysis, (Morris & Stiehl, 1989) and curricular and instructional modifications (Block, 1994a;Sherrill, 1993;Sherrill, Heikinaro-Johansson, & Slininger, 1994). These models are advocated in adapted physical education as approaches to adapting the environment (instructional style, curriculum, equipment, support services, etc.)…”

Section: Discussionmentioning

confidence: 97%

“…It must be noted that physical educators responded to a survey that did not provide any information about prerequisites (portability of support personnel, equipment, assistants, and smaller class sizes and instructional models) indispensable to successful assimilation of these students into regular classes (Block, 1994b;Rizzo, Davis, & Toussaint, 1994). Teachers were responding to belief statements based on their current "teaching conditions."…”

Section: Discussionmentioning

confidence: 99%

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Attitudes and Attributes of Physical Educators Associated with Teaching Individuals with Severe and Profound Disabilities

Block

Rizzo

1995

Journal of the Association for Persons with Severe Handicaps

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The purpose ofthis study was to assess the relationship between attitudes and selected attributes (teaching assignment, teaching level, adapted physical education coursework, special education coursework, years teaching students with disabilities, quality of teaching experience, and perceived competence in teaching students with disabilities) of public school (K-12) physical educators toward teaching students with severe and profound disabilities in regular classes. Teacher (N = 150)from suburban school districts in a midwestern state were sent the Physical Educators' Attitude Toward Teaching Individuals with Disabilities-III (PEA TID-III) and 91 (61%) responded. Data showed that physical educators were undecided about teaching students with severe disabilities and disagreed with the proposal of teaching students with profound disabilities in their regular classes. There was a significant difference between attitudes toward teaching students with severe and profound disabilities. Although only a moderate amount ofthe variance was accounted by attributes, results from a forward stepwise multiple regression procedure showed that as the quality of teaching experiences improved and adapted physical education coursework increased, attitudes toward teaching students with severe disabilities were more favorable. Favorable attitudes toward teaching students with profound disabilities were associated with an increase of both coursework in special education and perceived teacher competence.DESCRIPTORS: attitudes, mental retardation, physical educators, public schools, severe and profound disabilities.Although not well known to many special educators, one of the key components of Public Law 101-476, Requests for reprints should be directed to Terry L. Rizzo,

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Attitudes and Attributes of Physical Educators Associated with Teaching Individuals with Severe and Profound Disabilities

Block

Rizzo

1995

Journal of the Association for Persons with Severe Handicaps

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“…Em consonância com outros estudos, não se verificou a influência da variável gênero nas atitudes inclusivas dos docentes (KOWALSKI;RIZZO, 1996, MONTEIRO, 2008DAVIS;TOUSSAINT, 1994, TRIPP;WEBBERT, 2007). Contudo, existem outros que evidenciaram uma atitude mais inclusiva para o gênero feminino (FOLSOM-MEEK;et al, 1999, GORGATTI, 2009, HUTZLER, 2003.…”

Section: Discussionunclassified

Educação Física Inclusiva: Atitudes Dos Docentes.

Martins

2014

Movimento

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A Educação Física (EF) é vista como um componente curricular privilegiado na Inclusão de estudantes com Necessidades Educativas Especiais (NEE). Pretendeu- se com este estudo descrever as atitudes inclusivas de 53 docentes de EF a lecionar em escolas públicas do Distrito do Porto - Portugal. Aplicou-se uma metodologia mista, com recurso a uma escala de atitude e a um grupo de discussão. Os resultados revelaram atitudes positivas, que dependeram de diferentes fatores. Concluiu-se a necessidade de investir na formação específica dos docentes, no apoio multidisciplinar, na diferenciação curricular, nas infraestruturas e na participação ativa de toda a comunidade educativa.

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“…Whether perceived as an administrative problem or a socioeducational issue, large classes are unacceptable for any teacher, including physical educators, and this must change. As the culture of inclusion changes, teachers must recognize that instructional challenges very often have more to do with how educational services are provided (Rizzo, Davis, & Toussaint, 1994) than with the curricular model that is followed.…”

Section: Instruction and Curriculummentioning

confidence: 98%

“…This instructional strategy is called "ecological task analytic teaching" (ETAT). When coupled with peer tutors, cooperative learning activities, and collaboration with others, ETAT can be used by physical educators to support an inclusive physical education environment (Rizzo, Davis, & Toussaint, 1994).…”

Section: Instruction and Curriculummentioning

confidence: 99%